WelcomeOregon Scaling-up EBISS

Beliefs and Skills for Effective

RTI Implementation

Scaling-UpOregon

Kathleen Ryan Jackson, D. Ed.kmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu

Oregon Scaling-Up EBISS Bloghttp://blogs.uoregon.edu/oregonscalingupebissblog/Please contact Erin Chaparro if you encounter problems accessing the Blog

Thank You

Florida PS/RtI Statewide Projecthttp://www.floridarti.usf.edu/

State Implementation and Scaling-up of Evidence Based Practices (SISEP)

http://sisep.fpg.unc.edu/

Knowledge Check

Can you name the Organization Drivers?

Can you identify the components of the PDSA Problem Solving Model?

Beliefs and Skills for RTI

Learning Objectives• Understand how the beliefs of your organization can

affect student performance• Realize that the skills of staff will impact how RTI is

implemented with fidelity Outcome• Walk away with 2 measures to assess the Beliefs and

Skills of your staff that are required to implement RTI with a high level of fidelity

Willingness ToImplement New Practices

The beliefs leaders possess and communicate to stakeholders play a crucial role in creating the climate for successful implementation of new

practices to benefit All Students.(Fixsen et al., 2013;

Fullan, 2010)

Belief in Student’s Abilities

Schools tend to disproportionately punish students who have the greatest academic, social, and economic needs.

(Pedro Noguera,2008)

Our beliefs are shaped by our experiences, these beliefs can place contingencies on what we believe students can do –these beliefs place a stereotype threat in the minds of students. (Claude Steele, 2009)

Beliefs on RTI ScaleA self-report measure to assess beliefs about RTI

http://www.floridarti.usf.edu

Activity: Beliefs Survey

Individually, complete the “Beliefs on RtI Scale”

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Beliefs and RTIReflect: What are your beliefs? Do you know the

beliefs of your organization?

Turn and Talk: Share your reflection with your Implementation team.

Next Steps: Could this information give you information that will allow you to intervene in systems and break down barriers to effective implementation of RtI?

Reflection

NEEDS ASSESSMENT

Perceptions of RTI Skills Survey

http://www.floridarti.usf.edu

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Needs and Managing Change

Adapted from Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

Perceptions of RTI Skills SurveyA Self-report Measure

http://www.floridarti.usf.edu

Activity: Needs AssessmentIndividually, complete RTI Skills Survey attached to this Webinar.

The survey’s are in Google Docs!Contact Erin or Kathleen for a copy. You can save them as your district’s unique survey to ensure district anonymity.

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Skills and RTI SurveyReflect: In which skills do you show proficiency?

What skills do you need to strengthen?

Turn and Talk: Share your reflection with your implementation team

Next Steps: Ask, do you know the skills of all staff? Does staff need drive your professional development plan?

Reflection

Identify Staff Need Organization Drivers

1. Decision Support Data Systems2. Systems Interventions3. Facilitative Administration

Objectively document barriers and make constructive recommendations

“Doing this (implementing any practice) well implies changes in everyone’s practice in the

central office, not in just what teachers or principals do”

- EdWeek Update: Job Roles Shifting for Districts' Central Offices, July 17, 2012

Knowledge Check

The Organization driver consists of:• Systems Interventions• Decision Support Data Systems• Facilitative Administration

What are the components of the PDSA Problem Solving Model?• Plan, Do, Study, Act

References & ResourcesEducation Week. Job Roles Shifting for Districts' Central Offices. July 17, 2010.Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013). Statewide implementation of

evidence-based programs. Exceptional Children, 79(2), 213-230.Fullan, M. (2010). Motion Leadership: The skinny on becoming change savvy. Corwin:

Thousand Oaks, Ca. Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems

change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co

Noguera, P. (2008). What Discipline is For: Connecting students to the benefits of learning. Retrieved from http://cdna.tolerance.org/tdsi/sites/tolerance.org.tdsi/files/assets/general/TDSi_Noguera.pdf

Steele, C. (2010). Defining Stereotype Threat. Retrieved from http://www.youtube.com/watch?v=PY9ESojSw7Y

University of South Florida (2012). Beliefs on an RtI Scale. Retrieved from http://www.floridarti.usf.edu

University of South Florida (2012). Perceptions of RtI Skills Survey Revised. Retrieved from http://www.floridarti.usf.edu

Thank You

Kathleen Ryan Jacksonkmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu